Computer Science As A Foreign Language: Filling The Tech Gap
Overview
Society has become ever increasingly technology driven and day in and day out we obsessively troll Facebook, post memories to Instagram, play Words With Friends and CandyCrush while waiting for the morning coffee to brew, map our next destination, look to Yelp for dining options, among the numerous other tasks we rely on technology to assist with. Every aspect of life is integrated with technology is some way, shape, or form. However, K-12 computer science education has not grown with the same enthusiasm as the technological integration we are experiencing. According to information found on code.org, only one in four schools offer courses in computer programming although nine out of ten parents want their children exposed to computer science education. Given how much of society and the world around us is driven by technology every child should be given opportunities to learn how to create an application, code in another language, and learn the nuts and bolts of the internet just as they learn about photosynthesis, the founding fathers, and Joseph Conrad’s Heart of Darkness. Yet, schools have been rather slow to adopt the growing desire to see computer science offered in the K-12 classroom as can be seen in the numbers. From information found on code.org, 29 states and the District of Columbia allow computer science to count toward graduation requirements. Yet, predications show by the year 2020 more than 50 percent of all STEM (science, technology, engineering, and math) jobs will be in computer science related fields (The White House, 2014). An ACM report shows that the U.S. Bureau of Labor Statistics found that by 2018 over 1,504,100 computer science based job openings will be available (Wilson, Sudol, Stephenson, & Stehlik, p.25, 2010). Meanwhile, the National Center for Education Statistics found that only 8 percent of science, technology,engineering, and math (STEM) students will graduate with a post secondary degree in computer science (2014).
Trend Or Issue
K-12 computer science education has existed for a long time, but it has always been on the outside fringes of the curriculum and mostly as an afterthought. It has usually been taught in the math or business department and has for the most part only been accepted as an elective. Yet, at the post-secondary level computer science stands with the prestige of the other departments at the fore front with tremendous funding and outside support. K-12 computer science is an issue that is in need of a solution to bring it into the fold of the curriculum where it belongs. Integration and application of computer science throughout society individually and globally continue to witness tremendous growth yet the growth of computer science education lags at a dismal pace. A small number of states have begun to address this, but not on the level that needs to occur to address the shortage of skilled workers entering these fields.
Extended Discussion
Prestige of Post-Secondary Computer Science Education
Given the dismal status of K-12 computer science education, postsecondary computer science education exists on the opposite end of the spectrum. Post-secondary computer science education is well developed and supported with more than 500 universities and colleges offering undergraduate and graduate computer science degree programs. According to information found on code.org, there are currently 566,308 open computing jobs in the United States, but the number of computer science graduates is not keeping pace with demand with only 42,969 computer science graduates last year (http://www.code.org). Given that computer science stands in prestige at the post-secondary level and the level of growth computer science based careers are expected to see in the coming years it is important to expose K-12 students to education in computer science. The College Board found that female students who take a course in AP Computer Science in high school are ten times more likely to major in Computer Science in college (Morgan & Klaric, p.9, 2007). The same research study also found that minority students (Black and Hispanic) are also eight times more likely to major in Computer Science if they take an AP Computer Science course (Morgan & Klaric, p.9, 2007). One can see the importance of introducing students to computer science offerings to give them exposure to the subject especially in a time when our economy and “surroundings” are so intertwined with technology. But, what we see is that a large number of states only offer computer science as an elective and some do not offer it at all. Students will have a hard time seeing the relevance of computer science, but also will find it challenging to find time for it in their schedule given the number of requirements that need to be met to graduate.
Advantages to Teaching K-12 Computer Science
Image Taken From: http://www.sri.com
There is a need for computer science education to exist at all levels K-12 education and there are advantages to fully integrating it into the K-12 curriculum. As an educator, a parent, and a citizen I see the importance of a curriculum that will prepare students with the knowledge and skills that will be relevant whether they choose to enter the workforce or pursue postsecondary education opportunities. And with the growth of technology through all aspects of life and society we must think about what subjects prepare our students to transition from a K-12 education with a relevant set of skills. A report from the Association for Computing Machinery (ACM) believes that integration of computer science in K-12 education helps to address this need by helping students understand the fundamentals of computing; gives them exposure to a field that saw continued growth in in tough economic times and that drives innovation across the globe; and teaches critical thinking and problem solving skills necessary for success (Wilson, Sudol, Stephenson, & Stehlik, p.29, 2010).
Figure1: Bloom's Taxonomy of Educational Objectives
The ACM also points out the computer science education also focuses to strengthen students’ logic and problem solving abilities by naturally being based in the higher tiers of Bloom’s taxonomy due to the very nature of the skills (design, create, analyze, problem solve) necessary (Wilson, Sudol, Stephenson, & Stehlik, p.29, 2010). The levels of Bloom's Taxonomy are shown in Figure 1. The argument by the ACM makes sense when we think about the skill set needed when dealing with computer science. Yet, we are still at a point where computer science lies within the fringe of K-12 curriculum and is still only accepted as an elective in a number of states across the U.S.
Computer Science for Foreign Language Credit
A logical approach to allowing students the flexibility to integrate computer science into school schedules would be to accept computer science credit as math, science, and even foreign language credit. Fourteen states already allow students to use computer science credit to fulfill math, science, or foreign language requirements, Arizona and California do not have requirements to recognize computer science as fulfilling graduation requirements statewide, but do allow for computer science to fulfill mathematics requirements, four other states offer a special diploma or diploma endorsement to students who take certain computer science courses (Source). The graphic shown links to an interactive map showing to what extent each of the fifty states have accepted and adopted the ACM and CSTA’s computer science education standards into the state curriculum.
Figure 2: State By State Adoption Of ACM And CSTA's Computer Science Standards
It makes sense to allow students some flexibility in how they fulfill the graduation requirements. I would argue that most if not all computer science coding languages are a language in and of themselves. Much like Spanish, German, Chinese, among others it is a language. Not necessarily to communicate with another person, but with a highly intelligent machine. Why would we not allow for computer science languages to be accepted as foreign language credit when it is really a language. There seems to be more benefit in a student learning to program in Java or C++ than in learning German or French.
http://www.code.org Information and statistics regarding K-12 computer science education offerings across the United States and computer science based job growth
National Center of Education Statistics. (2014). NCES Degrees awarded by level and field. Retrieved May 31, 2016 from https://ncsesdata.nsf.gov/webcaspar/OlapBuilder Information regarding the number of degrees awarded by field
Morgan, R. and Klaric, J. (2007). AP students in college: an analysis of five-year academic careers. (Research Report No. 2007-4). New York: The College Board. Information on female and minority students continuing in computer science in post-secondary education if exposed to it in K-12 education
The White House (2014).Fact sheet: new commitments to support computer science education. Washington, D.C: The White House Office of the Press Secretary Information regarding stem growth in the United States
Wilson, C., & Sudol, L. A., & Stephenson, C. & Stehlik, M. (2010). Running on empty: the failure to teach K-12 computer science in the digital age. The Association for Computing Machinery and the Computer Science Teachers Association. Information of the state of K-12 computer science education and state by state analysis of curriculum adoption of computer science education
Zinth, J. D. (2015). Computer science in high school graduation requirements. (Research Report April 2015). Denver: Education Commission Of The States. Information on where computer science falls in the K-12 curriculum across the United States
Computer Science As A Foreign Language: Filling The Tech GapOverview
Society has become ever increasingly technology driven and day in and day out we obsessively troll Facebook, post memories to Instagram, play Words With Friends and CandyCrush while waiting for the morning coffee to brew, map our next destination, look to Yelp for dining options, among the numerous other tasks we rely on technology to assist with. Every aspect of life is integrated with technology is some way, shape, or form. However, K-12 computer science education has not grown with the same enthusiasm as the technological integration we are experiencing. According to information found on code.org, only one in four schools offer courses in computer programming although nine out of ten parents want their children exposed to computer science education. Given how much of society and the world around us is driven by technology every child should be given opportunities to learn how to create an application, code in another language, and learn the nuts and bolts of the internet just as they learn about photosynthesis, the founding fathers, and Joseph Conrad’s Heart of Darkness. Yet, schools have been rather slow to adopt the growing desire to see computer science offered in the K-12 classroom as can be seen in the numbers. From information found on code.org, 29 states and the District of Columbia allow computer science to count toward graduation requirements. Yet, predications show by the year 2020 more than 50 percent of all STEM (science, technology, engineering, and math) jobs will be in computer science related fields (The White House, 2014). An ACM report shows that the U.S. Bureau of Labor Statistics found that by 2018 over 1,504,100 computer science based job openings will be available (Wilson, Sudol, Stephenson, & Stehlik, p.25, 2010). Meanwhile, the National Center for Education Statistics found that only 8 percent of science, technology,engineering, and math (STEM) students will graduate with a post secondary degree in computer science (2014).
Trend Or Issue
K-12 computer science education has existed for a long time, but it has always been on the outside fringes of the curriculum and mostly as an afterthought. It has usually been taught in the math or business department and has for the most part only been accepted as an elective. Yet, at the post-secondary level computer science stands with the prestige of the other departments at the fore front with tremendous funding and outside support. K-12 computer science is an issue that is in need of a solution to bring it into the fold of the curriculum where it belongs. Integration and application of computer science throughout society individually and globally continue to witness tremendous growth yet the growth of computer science education lags at a dismal pace. A small number of states have begun to address this, but not on the level that needs to occur to address the shortage of skilled workers entering these fields.
Extended Discussion
Prestige of Post-Secondary Computer Science Education
Given the dismal status of K-12 computer science education, postsecondary computer science education exists on the opposite end of the spectrum. Post-secondary computer science education is well developed and supported with more than 500 universities and colleges offering undergraduate and graduate computer science degree programs. According to information found on code.org, there are currently 566,308 open computing jobs in the United States, but the number of computer science graduates is not keeping pace with demand with only 42,969 computer science graduates last year (http://www.code.org). Given that computer science stands in prestige at the post-secondary level and the level of growth computer science based careers are expected to see in the coming years it is important to expose K-12 students to education in computer science. The College Board found that female students who take a course in AP Computer Science in high school are ten times more likely to major in Computer Science in college (Morgan & Klaric, p.9, 2007). The same research study also found that minority students (Black and Hispanic) are also eight times more likely to major in Computer Science if they take an AP Computer Science course (Morgan & Klaric, p.9, 2007). One can see the importance of introducing students to computer science offerings to give them exposure to the subject especially in a time when our economy and “surroundings” are so intertwined with technology. But, what we see is that a large number of states only offer computer science as an elective and some do not offer it at all. Students will have a hard time seeing the relevance of computer science, but also will find it challenging to find time for it in their schedule given the number of requirements that need to be met to graduate.Advantages to Teaching K-12 Computer Science
There is a need for computer science education to exist at all levels K-12 education and there are advantages to fully integrating it into the K-12 curriculum. As an educator, a parent, and a citizen I see the importance of a curriculum that will prepare students with the knowledge and skills that will be relevant whether they choose to enter the workforce or pursue postsecondary education opportunities. And with the growth of technology through all aspects of life and society we must think about what subjects prepare our students to transition from a K-12 education with a relevant set of skills. A report from the Association for Computing Machinery (ACM) believes that integration of computer science in K-12 education helps to address this need by helping students understand the fundamentals of computing; gives them exposure to a field that saw continued growth in in tough economic times and that drives innovation across the globe; and teaches critical thinking and problem solving skills necessary for success (Wilson, Sudol, Stephenson, & Stehlik, p.29, 2010).
The ACM also points out the computer science education also focuses to strengthen students’ logic and problem solving abilities by naturally being based in the higher tiers of Bloom’s taxonomy due to the very nature of the skills (design, create, analyze, problem solve) necessary (Wilson, Sudol, Stephenson, & Stehlik, p.29, 2010). The levels of Bloom's Taxonomy are shown in Figure 1. The argument by the ACM makes sense when we think about the skill set needed when dealing with computer science. Yet, we are still at a point where computer science lies within the fringe of K-12 curriculum and is still only accepted as an elective in a number of states across the U.S.
Computer Science for Foreign Language Credit
A logical approach to allowing students the flexibility to integrate computer science into school schedules would be to accept computer science credit as math, science, and even foreign language credit. Fourteen states already allow students to use computer science credit to fulfill math, science, or foreign language requirements, Arizona and California do not have requirements to recognize computer science as fulfilling graduation requirements statewide, but do allow for computer science to fulfill mathematics requirements, four other states offer a special diploma or diploma endorsement to students who take certain computer science courses (Source). The graphic shown links to an interactive map showing to what extent each of the fifty states have accepted and adopted the ACM and CSTA’s computer science education standards into the state curriculum.It makes sense to allow students some flexibility in how they fulfill the graduation requirements. I would argue that most if not all computer science coding languages are a language in and of themselves. Much like Spanish, German, Chinese, among others it is a language. Not necessarily to communicate with another person, but with a highly intelligent machine. Why would we not allow for computer science languages to be accepted as foreign language credit when it is really a language. There seems to be more benefit in a student learning to program in Java or C++ than in learning German or French.
Annotated Bibliography
http://http://www.celt.iastate.edu/wp-content/uploads/2015/09RevisedBloomsHandout-1.pdf
Bloom’s taxonomy of cognitive development image
http://www.code.org
Information and statistics regarding K-12 computer science education offerings across the United States and computer science based job growth
http://runningonempty.acm.org/roemap.html
State-by-state image results graphic and computer science concept adoption rates
National Center of Education Statistics. (2014). NCES Degrees awarded by level and field. Retrieved May 31, 2016 from https://ncsesdata.nsf.gov/webcaspar/OlapBuilder
Information regarding the number of degrees awarded by field
Morgan, R. and Klaric, J. (2007). AP students in college: an analysis of five-year academic careers. (Research Report No. 2007-4). New York: The College Board.
Information on female and minority students continuing in computer science in post-secondary education if exposed to it in K-12 education
The White House (2014).Fact sheet: new commitments to support computer science education. Washington, D.C: The White House Office of the Press Secretary
Information regarding stem growth in the United States
Wilson, C., & Sudol, L. A., & Stephenson, C. & Stehlik, M. (2010). Running on empty: the failure to teach K-12 computer science in the digital age. The Association for Computing Machinery and the Computer Science Teachers Association.
Information of the state of K-12 computer science education and state by state analysis of curriculum adoption of computer science education
Zinth, J. D. (2015). Computer science in high school graduation requirements. (Research Report April 2015). Denver: Education Commission Of The States.
Information on where computer science falls in the K-12 curriculum across the United States